Kaveh Jalilzadeh - Foreign Languages Department, Istanbul University, Turkey
Adel Dastgoshadeh - English Language and Literature Department, Sanandaj Branch, Islamic Azad University, Iran
Raheleh Khosravi - English Language and Literature Department, Kurdistan University, Iran

This research explores language assessment practices and training preferences in Iranian English as a Foreign Language (EFL) teaching, aiming to provide valuable insights into the current landscape among ۳۶۳ Iranian EFL teachers. Data collection included diverse demographics, facilitating a thorough analysis of assessment practices and preferences. Statistical analyses, such as chi-square tests, revealed a significant gap between the perceived importance and the actual proficiency of Iranian EFL teachers. Speaking skills are prioritized while listening comprehension is least emphasized. Common assessment methods include active class participation, oral presentations, and closed-ended tests, with underutilized methods suggesting a need for broader teacher development programs. The study underscores the diverse terminology used for teacher-mediated assessments, emphasizing the multifaceted nature of EFL assessment practices. In summary, the paper highlights the significance of tailored assessment literacy programs to bridge the gap and enhance English language teaching in Iran.

Language Assessment, Assessment Practices, Training Preferences, Assessment Literacy